Book - PE & Wellbeing (2nd ed.)

It gives me great pleasure to write the foreword for this globally significant research book, Physical Education and Wellbeing: Global and Holistic Approaches to Child Health and Academic Learning (second edition). The first edition of this book was published in 2019 and the research findings suggested that Physical Education (and children learning through movement in general) enhanced children’s wellbeing. This involves movement across all learning areas and play, not just in the formal PE lesson that may be experienced once a week, with an interested and qualified PE teacher if the children are fortunate. The first edition of the book concludes:

The physical dimension is a powerful pathway for children’s learning and holistic
development. It cannot be stressed enough that learning through movement involves
children from the very beginning of primary/elementary school truly belonging,
being and becoming physically educated. Hence, PE is every teacher’s friend in enhancing
children’s wellbeing now and in the future.

我非常荣幸能为这本具有全球重要意义的研究著作——《体育与福祉：促进儿童健康与学业学习的全球性与整体性途径》（第二版）——撰写序言。本书第一版于2019年出版，其研究结果表明，体育活动（以及广义上儿童通过身体活动进行的学习）能够提升儿童的福祉。这种活动贯穿于各类学习领域及游戏之中，而不仅仅局限于正式的体育课——即便在幸运的情况下，孩子们能由充满热忱且具备资质的体育教师每周上一次课，那也只是其中的一部分。本书第一版总结道：

身体维度是促进儿童学习与全面发展的重要途径。必须强调的是，通过身体活动进行学习，
意味着儿童从小学阶段伊始，便能真正获得归属感、充实当下生活，并逐步成长为
具备体育素养的个体。因此，无论是现在还是未来，体育都是每一位教师提升
儿童福祉的有力伙伴。

In March 2020 the Covid 19 pandemic struck and schools around the world realised just how true these words were and how significant this research book was. The wellbeing of children, students and teachers has never been given such attention as it is at present and never has it been in such a crisis. Wellbeing is at the core of executive functioning in this world of technological advancements, environmental issues and
international conflicts that leave question marks surrounding careers and futures.

2020年3月，新冠疫情爆发，世界各地的学校深刻体会到了这些话语的真谛，也认识到了这本研究著作的重要性。儿童、学生及教师的身心福祉从未像今天这样备受关注，同时也从未面临过如此严峻的危机。在这个充斥着技术进步、环境问题以及国际冲突——致使职业发展与未来前景充满不确定性——的世界里，身心福祉已成为执行功能的核心要素。

The second edition picks up from where the first edition left off, using research from many nations around the world to illustrate the strong connection that exists between Physical Education (and movement in general), wellbeing and academic learning. In the second edition, literature is shared about the Singapore education system. Specifically, Singapore’s education system is used as a model for education systems from around the world to learn from. One recommendation is that all nations explore the Singapore education model and critically reflect on how they have enabled their continual improvement and success across HPE, wellbeing and academic learning. In particular the literature emphasises that in Singapore:

● teachers are valued and respected, selected according to ability and application
● Physical Education is prioritised

● Teacher Educators are actively involved in schools
● Teachers and school communities adopt and model learning values

本书第二版承接第一版的内容，利用来自世界各国的研究成果，阐明了体育（以及广义上的身体活动）、身心健康与学业学习之间存在的紧密联系。第二版纳入了关于新加坡教育体系的相关文献，特别将新加坡教育体系作为全球各国可资借鉴的典范。书中建议各国探索新加坡的教育模式，并批判性地反思该国如何在健康与体育教育（HPE）、身心健康及学业学习等方面实现持续改进与成功。相关文献特别强调了新加坡的以下特点：

● 教师备受重视与尊重，选拔标准基于能力与应聘表现
● 体育教育受到高度重视

● 教师教育者积极参与学校事务
● 教师与学校共同体积极践行并示范各种学习价值观

The last point regarding learning values relates to the nine competencies (attitudes, values and skills) that are common across the globe: Reflection, Collaboration and cooperation, Learning to Learn, Respect, Responsibility, Empathy, Self regulation, Persistence and Trust (OECD, 2021). The literature, data and research findings argue that it is the Learning Values/competencies that enable development of the whole
person. However, they must be embedded within a socio-cultural approach and also by using a whole school approach. Hence, it is argued that quality PE enhances wellbeing more so than any other curriculum area.

关于学习价值观的最后一点，涉及全球通用的九项素养（涵盖态度、价值观与技能）：反思、协作与合作、学会学习、尊重、责任感、共情、自我调节、坚持不懈以及信任（OECD, 2021）。相关文献、数据及研究结果表明，正是这些学习价值观与素养促进了人的全面发展。然而，这些素养的培养必须融入社会文化视角，并采取全校性的实施策略。因此，人们认为，与其他任何课程领域相比，高质量的体育教育在提升福祉方面具有更显著的作用。

Deeply implemented wellbeing using Learning Values and HPE is evidenced by the Singapore model (and Finland), PISA results, the PTE and PTM assessments in the BSO case study school, and the full curriculum recovery in the UK maintained school case study (located in Asia). Looking at PE through a wellbeing lens and looking at wellbeing through a PE lens enables many possibilities such as the proposal where HPE specialist teachers also lead wellbeing; Health, Wellbeing and Physical Education specialists. Another recommendation made by this book is that education degrees in Initial Teacher Education (ITE) can be strategically amended and supplemented so that in the Australian state of Victoria, for example, where it is planned that wellbeing will be increased in every primary school by employing a Mental Health and Wellbeing leader; the Health, Wellbeing and Physical Education specialist can lead and implement wellbeing in addition to HPE.

新加坡模式（以及芬兰）、PISA（国际学生评估项目）成绩、BSO（英国海外学校）案例研究学校中的PTE与PTM评估结果，以及英国公立学校（位于亚洲）案例中课程的全面恢复，都印证了将“学习价值观”与HPE（健康与体育教育）相结合以深入落实“福祉”理念的成效。从福祉的视角审视体育教育，或从体育教育的视角审视福祉，能带来诸多可能——例如，让HPE专任教师同时负责福祉工作，从而形成“健康、福祉与体育教育”复合型专家的角色。本书还建议，应对职前教师教育（ITE）的学位课程进行战略性调整与补充；以澳大利亚维多利亚州为例，该州计划通过聘请“心理健康与福祉负责人”来加强各小学的福祉工作，而“健康、福祉与体育教育”专家便可在承担HPE教学任务的同时，领导并落实福祉相关工作。

May I conclude by acknowledging that the researcher and author of this book, Dr. Timothy Lynch is an experienced teacher, school leader and reflective practitioner. To have authored a 17 chapter book with research from around the world and limited funding is quite extraordinary and an outstanding contribution to global education.

Associate Professor Wendy Goff
Head of State, National School of Education (Melbourne)
Education
ACU National

最后，我想指出，本书的研究者兼作者蒂莫西·林奇（Timothy Lynch）博士是一位经验丰富的教师、学校领导者及反思型实践者。在资金有限的情况下，他撰写了这部包含全球研究成果、共计17章的著作，这实属难能可贵，也是对全球教育事业的杰出贡献。

温迪·戈夫（Wendy Goff）副教授
国家教育学院（墨尔本）负责人
教育学
澳大利亚天主教大学（ACU National）